UNIT
2
SUSTAINABILITY
Language Workshop
Academic Features
Learning outcomes
This lesson will help you achieve Course Learning Outcomes: 4 and 7.
• Integrate ideas and information from a variety of sources to create coherent academic texts
in response to specific task requirements.
• Use analytical and evaluative strategies to demonstrate depth of understanding, and reflect
on information and feedback.
In this lesson you will:
• define academic style;
• discuss characteristics of academic register;
• practise using reporting structures;
• analyse and workshop peer writing samples.
Learners should be able to:
• demonstrate awareness of genre-related features and established academic conventions;
• integrate ideas and information from a variety of sources to create coherent academic texts
in response to specific task requirements;
• recommend improvements and revisions.
University English Entry Course (UEEC 10) UNSW Global
Unit 2.31
Academic register
Academic register requires the use of formal language, which means avoiding the use of slang
and colloquial language associated more commonly with speech, texts or chat, as well as
publications such as newspapers, magazines and online media. In order to gain a more accurate
understanding of the language required in your assignments, it can be useful to analyse your
course readings to learn how specific language is used in your discipline.
Task 1: Pre-lesson task 1
Reflect on the activities you completed on OpenLearning and make some conclusions about
academic register. Discuss this question with your group:
What are some characteristics of academic writing? E.g. Avoid using personal pronouns such as
I, you, we..
Task 2: Identifying non-academic phrases
The following extract comes from a student’s essay on ‘attitudes to science and how these might
be changed’. Look at the phrases. How could the student improve the academic style in the text?
Extract of student’s essay
Today’s young people will become tomorrow’s scientists and so their attitudes to science are
1. pretty important. Unfortunately, 2. at this moment in time, many young people are
rejecting a career in science, preferring to become 3. businessmen instead. 4. I think one
reason for this is that scientists are paid relatively poorly. 5. As you saw earlier, people
working in science in the United Kingdom 6. don’t earn as much as those in occupations 7. like
medicine or law. 8. Besides, at the moment 9. it can be difficult to find a job in science and
this can 10. put off young people from 11. thinking about a career in science.
Task 3: Improving academic register
Rewrite these sentences using a more academic register.
1. It doesn’t take a scientist to tell you that mobile phones can be distracting, but if you do
want confirmation from a scientist, it’s not hard to find.
2. Study after study shows that the powerful computers that we keep in our pockets make
even the most disciplined of adults distracted — not to mention kids.
3. The London School of Economics published one study in 2015 and they looked at whether
banning mobile phones at schools makes kids’ exam scores higher. Researchers found that
kids in schools with phone bans got lots of higher marks in their tests.
4. Ward and colleagues did another study in 2017 and found that even if mobile phones are
turned off, turned face down or put away, just having them near you reduces your cognitive
capacity.
Unit 2.32
University English Entry Course (UEEC 10) UNSW Global
Task 4: Building vocabulary
Discuss responses to the following questions in your group.
a.
b.
c.
d.
How do you learn new vocabulary, including academic vocabulary?
What do you need to remember about each new word you learn?
What techniques can you use to remember new vocabulary and use it appropriately?
How familiar are you with the Academic Word List? How can you use this list to build
your vocabulary?
Task 5: Pre-lesson task 2
As preparation for this lesson, you were asked to complete the following task.
Consider the following:
1. What are reporting verbs and why are they used in academic writing?
2. Why is it important to choose an accurate reporting verb?
3. In which UEEC assessments will you use reporting verbs?
Now, discuss your answers.
University English Entry Course (UEEC 10) UNSW Global
Unit 2.33
Referencing with reporting verbs
A reporting verb is used when referring to the work of others. Reporting verbs vary in terms of
strength, attitude and purpose so must be used carefully.
Functions of reporting verbs
1. Verbs relating to research (studied, measured, investigated, explored).
Examples:
a. The Science Institute (2017) measured the levels of pollution in three cities.
b. Harrison (2016) studied the time spent on digital devices among Australian teenagers.
2. Verbs indicating the author’s research findings (found, observed, showed, revealed).
Examples:
a. The research from the Science Institute (2017) showed that pollution had reached
dangerous levels.
b. Harrison’s (2016) study revealed that screen habits of teenagers are much higher than
previously thought.
3. Verbs indicating the attitude of the author (argue, believe, claim, maintain, state, warn,
support).
Examples:
a. The Science Institute (2017) claims that a carbon tax is an effective way of managing
pollution levels.
b. Harrison (2016) supports the need to limit screen time through adult supervision.
Reporting verbs are followed by ‘that + clause’ OR a noun phrase OR both.
Reporting verb
‘that + clause’
Noun phrase
find, observe, show, reveal, report, mention, note,
emphasise, explain
✓
✓
agree, argue, believe, claim, warn, assert, suggest,
maintain, conclude, speculate
✓
X
assess, consider, describe, discuss, examine, explore,
highlight, identify, investigate, study, measure, support
X
✓
Further Examples:
• support the view that …, support the use of …
• identifies smoking as the leading cause of cancer
• reject the view that …,
• rejects fossil fuel use as the main cause of climate change
Unit 2.34
University English Entry Course (UEEC 10) UNSW Global
Task 6: Identifying reporting structures
Read the following reporting structures and identify 6 examples of incorrect use.
1. According to Phillips (2017) believes that reusable cups are a strategy to reduce plastic.
2. Thompson and Pearce (2014) argue that solar energy is cost-effective.
3. Research conducted by the National Environment Council (2015) showed that climate
change is accelerating.
4. According to a report by the WHO (2018), states that pollution is a significant issue.
5. Jackson (2016) suggests that using reusable cups is a strategy to reduce plastic.
6. Madsen (2019) highlights that ocean pollution is a significant environmental concern.
7. Stewart et al. (2017) concludes that urgent change is needed to address the issue.
8. According to Smith (2018), using reusable cups is a strategy to reduce plastic.
9. A recent report published by NATO (2018) identifies several causes for concern.
10. According to Hernandez and Morgan (2018) that plastics are a danger to marine life.
Task 7: Classifying reporting verbs
Commonly used reporting verbs can be classified in terms of meaning and strength. Group the
words in terms of strength and meaning.
•
•
•
•
•
describe
explain
mention
claim
recommend
•
•
•
•
•
suggest
point out
note
demonstrate
speculate
•
•
•
•
argue
reject
conclude
report
•
•
•
•
state
discuss
emphasise
support
Weaker
Neutral
Stronger
The writer is suggesting or
speculating but is not
absolutely certain.
The writer reports ideas
factually in an objective way.
The writer is expressing a
strong opinion or is arguing a
point.
mention
suggest
note
speculate
describe
explain
recommend
demonstrate
point out
conclude
report
discuss
argue
reject
claim
state
emphasise
support
University English Entry Course (UEEC 10) UNSW Global
Unit 2.35
Task 8: Completing sentences
Choose one of the following reporting structures for each sentence, using the information in
brackets to give context.
•
•
•
state
argue
discuss
•
•
•
conclude
mention
explain
•
•
•
claim
reject
according to
Example:
Martinez (2017) explains how the process of solar radiation affects the Australian desert.
(examines the key points)
argues
1. Jones (2015) _________that
harassment in the workplace is a serious issue that must be
addressed immediately. (to present a strong opinion)
2. ___________
According toZhang (2016), the television documentary has had a significant impact on
consumer behaviour. (as stated by)
3. The Report on Skin Diseases by Dungog University (2014) ___________
by stating that there
concludes that
is still a need for further research. (to make a final point in a summary)
4. Venkman (2015) __________that
there are some minor errors in the experiment but the
mentions
overall results are clear. (to state briefly)
5. Ryder and Hawke (2018) __________the
main implications of the new medical policy. (to
discuss
examine different sides of an issue)
6. Kotaras (2015) __________the
view that sharks are highly dangerous predators.
rejects
(to disagree with the ideas of other sources)
7. Nguyen (2016) ___________that
the true causes of the volcanic explosion originate in the
claims
16th century. (to state that something is true, but not necessarily proven)
states
8. Motoyama (2015) ____________that
this social trend began much earlier than previously
thought. (to say directly)
Unit 2.36
University English Entry Course (UEEC 10) UNSW Global
Peer review: Annotated bibliography
The Annotated Bibliography (A2) will be graded using the rubric in the Assessment Guide
(AG.14.) Make sure that you are familiar with the rubric and use it to write and evaluate your
submission.
Task 9: Labelling features
Your teacher will provide you with student samples of the writing practice this week. Label the
features of these annotated bibliographies as follows:
1.
2.
3.
4.
Citation
Author’s purpose (topic)
Main argument
Explanation/findings/examples
5. Conclusion and future implication
6. Evaluation
7. Reflection
Task 10a: Analysing content
Analyse the content of the features above using the checklist on the next page. What are the
strengths and weaknesses of the writing? What areas would you recommend for improvement?
Adequate ✓
Checklist
Recommendations for
improvement
a. All parts of the annotated
bibliography have been included.
b. The citation has been written
according to Harvard referencing
style.
c. The author’s thesis statement/central
theme has been described clearly and
accurately.
d. The author has been acknowledged
using a range of reporting verbs.
e. The author’s main arguments and
concluding comments have been
included.
f.
Significant relationships between
ideas have been highlighted using
cohesive devices when necessary.
g. The summary writer has remained
objective and avoided including
personal opinions. Opinions are only
included in the evaluation and
reflection.
University English Entry Course (UEEC 10) UNSW Global
Unit 2.37
h. The summary is paraphrased
appropriately.
i.
The summary is a concise and
accurate version of the original.
j.
The evaluation shows logical critical
engagement with the ideas in the
article
k. The reflection demonstrates critical
thinking
Task 10b: Analysing language
Look at the annotated bibliographies again and analyse the language used.
a. Underline complex sentences and noun groups.
b. Highlight phrases that could be improved.
c. Suggest improvements.
References
Hess, A 2019, ‘Research continually shows how distracting cell phones are—so some schools
want to ban them,’ CNBC, 19 January, accessed 8 April <
https://www.cnbc.com/2019/01/18/research-shows-that-cell-phones-distract-students--sofrance-banned-them-in-school--.html>
Hewings, M 2012, Cambridge Academic English: An integrated skills course for EAP, Student’s
Book: Upper Intermediate, Cambridge University Press, Cambridge.
Unit 2.38
University English Entry Course (UEEC 10) UNSW Global
Appendix 1: Academic style – formal vocabulary
Avoid overly simplistic vocabulary. Use more formal or higher register words. Some words may have
many different meanings. Be careful of context. The following academic words are NOT automatic
substitutes. It depends on the context or intended meaning. Be mindful of your choices.
Simplistic
Academic/Formal
about
and, besides
bad
but
can’t
car
do
enough
find
find out
finish
fix
get
give
good
go against
go down
go up
keep
leave out
let
a little bit, a bit
look at
lots of, plenty of
make
make better
make worse
money
more and more
nowadays
people
probably
really
so
start
take, need
talk (about)
thing
think about
use
related to, regarding, concerning, associated with
in addition, additionally, moreover, furthermore
harmful, damaging, detrimental, adverse, dire, unfavourable, harsh, negative
however, nevertheless, although, while, yet
cannot, unable to, lack the ability to, the inability to
vehicle, automobile
conduct, carry out, accomplish, achieve, perform, execute
adequate, sufficient, appropriate
locate, discover, detect, uncover
discover, ascertain, determine, learn
end, conclude, close
solve, resolve, settle
acquire, attain, obtain, gain, earn, reach, achieve, accomplish, receive, become
provide, offer, supply, deliver, afford, distribute, contribute
beneficial, effective, positive, advantageous, efficient, conducive to, positive
oppose, dispute, fight, resist
decrease, decline, drop, fall, descent, plummet, plunge
increase, climb, grow, ascend, rise, escalate, upsurge
maintain, retain, uphold, preserve, sustain
omit, neglect, overlook, forget, ignore, exclude
permit, allow, authorize, accept
slight, minimal, nominal minor, negligible, small, insignificant
examine, investigate, explore, inspect, study, probe
a great deal, much, many, various, numerous, several, vast, significant, considerable
create, produce, generate, cause, build, develop, establish, formulate, implement
improve, enhance, boost, enrich
worsen, exacerbate, aggravate, intensify
funding, investment, financial support, backing, aid
an increasing number of, a growing number of, increasingly
in recent years, over the past decade, today, currently, at present
many, most, the majority, society, those who.., some/others (OR use passive voice)
may, might, could, possibly, potentially, likely, conceivably, perhaps, perchance
quite, greatly, highly, significantly, considerably, substantially, extremely
as a result, lead to, consequently, thus, therefore, accordingly
commence, begin, initiate
require, necessitate, involve
communicate, speak, discuss, argue, debate, voice, express, explain, outline, state
factor, element, feature, aspect
consider, reflect
utilise, apply, employ, exploit, consume, spend
University English Entry Course (UEEC 10) UNSW Global
Unit 2.31
Appendix 2: Grammar check
VOCABULARY: Uncountable nouns
Countable and uncountable nouns are some of the most common mistakes that students make in
English. Below is a shortlist of some of the more frequent errors that appear in UEEC.
Uncountable nouns
advice
homework
rubbish
damage
information
software
data
knowledge
time
education
labour
traffic
electricity
machinery
transportation
employment
management
unemployment
entertainment
money
violence
equipment
music
vocabulary
evidence
nature
waste
furniture
pollution
welfare
glass
progress
wildlife
harm
research
work
* This is not an exhaustive (complete) least
VOCABULARY: Countable and Uncountable nouns with quantity
Note: When referring to quantity, uncountable nouns take ‘an amount of’, while countable nouns use
‘a number of’ or ‘several’.
With countable
nouns
With uncountable
nouns
few, fewer
✓
✗
few ideas, fewer students
less, little, least
✗
✓
less time, little information
many, several
✓
✗
many reasons, several factors
much *
✗
✓
much effort, much pollution
a large amount of
✗
✓
a large amount of information
a number of
✓
✗
a number of vehicles
Quantity words
Examples
* ‘Much’ is more common in the negative form, e.g. ‘too much’ and in questions, e.g. ‘Is there
much pollution?’ In the positive form, it can be substituted with ’a great deal of’, ‘considerable’,
‘significant’, ‘substantial’, etc.
Unit 2.32
University English Entry Course (UEEC 10) UNSW Global
Appendix 3: Academic writing conventions
Tips regarding academic register
•
Unless the person is an authority that you wish to reference, move information around in
the sentence to emphasise ideas and outcomes rather than people and feelings.
•
Avoid subjective and emotional language. This includes words which are based on nontechnical judgements and feelings (e.g. disgusting, amazing). Instead use technical
evaluations which are related to academic or discipline-specific criteria and values.
•
Ensure that your language is inclusive and non-discriminatory. Use language that includes all
races and genders and treats them equally (e.g. humanity instead of mankind).
•
Use modality and other hedging structures to show appropriate levels of certainty or
confidence about your views, or to allow room for others to disagree.
•
Find authoritative sources that support your point of view and refer to them using
appropriate reporting structures (e.g. according to…).
•
Complex sentences, passive voice and noun phrases are examples of academic-style
language. They are used to emphasise critical analysis and promote clarity of expression.
University English Entry Course (UEEC 10) UNSW Global
Unit 2.31
Appendix 4: Academic writing formats
The following table outlines the typical writing formats encountered at university.
Formats
Position-paper
Essay
Reflective
writing
Notes
•
•
•
Critical review
•
Annotated
bibliography
Abstract
•
•
•
Case study
analysis
Dissertation /
thesis
An annotated bibliography is a list of citations to books, articles, and
documents. Each citation is followed by a brief descriptive and
evaluative paragraph.
The purpose of the annotation is to inform the reader of the relevance,
accuracy, and quality of the sources cited. Annotations are both
descriptive and critical; they should clarify the author's point of view.
In contrast, abstracts are the purely descriptive summaries often found
at the beginning of scholarly journal articles.
A case study is a study of a particular situation, administrative
decision or problem. It describes an actual or hypothetical situation
and requires students to connect theoretical concepts and
analytical frameworks to the case study information.
•
A dissertation is the extended study of a topic, proposition or question
that is based on collected research material and possibly fieldwork.
This research material is based on primary and secondary sources.
A PhD thesis advances an original point of view as a result of new
research.
•
•
Unit 2.32
Reflective writing is a practice in which the writer describes, and
critically evaluates, an event or interaction from a largely subjective
stand point (e.g. reflective learning journal, lab report). Reflective
formats allow for much greater flexibility in terms of style and
approach than is usually the case in academic writing.
A critique is the analysis and evaluation of a specific text. Its structure
includes a full summary of the original text and critical comments.
•
•
Report
A position-paper is a written statement that articulates an opinion,
viewpoint, or policy in relation to a given issue. Position-papers are
published in academia, politics, law, and other domains.
An essay is an extended answer to a specific assignment question; it
may or may not include bibliographical citations.
A report is a detailed document that often focuses on problems and
solutions. It can be based on fieldwork and has a specified structure
comprising different sections.
Reports are used to inform policy making and are frequently
commissioned, outside of academia, in political and professional
domains.
University English Entry Course (UEEC 10) UNSW Global